TRAINERS’ TRAINING WORKSHOP
Different Personalities In Training
Type Description
1. Apologizer Apologizers tend to
preface their questions or
statements with an
apology.
2. Fighter People who exhibit
fighting behavior in a
group argue or disagree
with most things that are
said.
3. Flighter This person seems to be in
another world he or she
often “tunes out” misses
directions or just does not
seem grasp the material.
Possible Responses
“It is best to be direct with
apologizers. You can say,
“I feel badly that you
apologize each time you
speak. Your concerns are
legitimate. There is no
need to apologize
yourself.”
“You have made some
very interesting points.
You do not need to
apologize.”
“Would you please ask
your question again this
time experimenting the
apology.”
“If the fighter is
continually picking apart
your statements or finding
fault with the material,
say, “It sounds like you
have some interesting
ideas. I’d like to hear you
elaborate on them.”
“If the fighter says, “Don’t
you think that…”say, “It
sounds like you have a
statement to make. You
are not asking a
question.”
“You can confront the
negativity by saying, “You
sound irritated to me. Is
there something bothering
you? If the fighter
expresses some negative
feelings, it is important to
thank him or her for telling
you are not to respond by
getting into an argument
about what was said.”
“If the flighter asks you to
repeat material that you
believe was quite clear,
ask him or her to repeat
first what he or she did
hear. You can then ask
other group members to
fill in the rest.”
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Different Personalities In Training

If you notice the flighter

getting distracted you can
say, “You seem to be
distracted right now. Is
there something on your
mind.”
If they are “playing dumb”
ask them to guess at an
answer, or to make one up
if they have to.
If they seem reluctant to
give to give their opinion
or to make a choice, get
them to choose
regardless. Say, “Even
though you don’t have
much of a preference,
please make a choice
anyway.”
4. Distractor The distractor often asks “That question does not
questions or makes seem to fit with what we
comments that have are discussing right now. If
nothing to do with the it continues to seem
material currently being impotant to you why don’t
discussed. you talk to me during the
break?”
“You seem to be asking a
lot of questions that are
slightly related to a topic
that we are discussing .
Are you having difficulty
understanding the
material?”
If people are raising their
hands before speaking
you can avoid calling on
the person exhibiting
irrelevant behavior. If,
however, participants are
speaking without raising
their hands you can say,
“You can say Ron, we
have heard from you a lot;
let’s hear some other
points of view now.”
5. Pollyanna A Pollyanna will avoid If you are waiting for the
conflict or disharmony at Pollyanna to state a
any cost. preference and he or she
avoiding responding , you
can say, “Choose. Make a
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Different Personalities In Training

decision, as long as you

decide.”
In an evaluation,
encourage him or her to
give negative feedback as
well as positive feedback.
Say, “I really appreciate all
your positive comments
though I am sure the
workshop was not 100
percent excellent. Find
something you would like
to see improved upon. It’s
important give negative
feedback.”
“It is really nice hear from
you give both positive and
negative feedback.”
6. Intellectualizer An intellectualizer “Try expressing the idea in
attempts to make sense one sentence.”
out of everything. “I’m glad you are
interested in that idea, but
I am getting confused with
how you are developing
it.”
“I am getting lost in all of
your words; see if you can
say what you can say
more concisely.”
It appears to me you are
making what has just been
said more complicated.”
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Different Personalities In Training
TRAINERS’ TRAINING WORKSHOP
Different Personalities In Training

POTENTIAL SOLUTIONS TO PROBLEM SITUATIONS

MONOPOLIZING

• Summarize the participant’s viewpoint, then move on.

• Ask others for their input

• Ask the participant to hold off until a break

TANGENTS

• Ask the participants to hold off till later the seminar

• Summarize the participant’s viewpoint, then move on.

• Address directly the fact that a tangent has been raised “that seems to be a
different issue..” and restate the purpose of the discussion asking others for
input

PRIVATE CONVERSATION

• Use non-verbal methods to regain the participant’s attention (make eye

contact, move closer)

• Ask one of them a question (make sure to say the participant’s name first)

• Ask them to refrain from talking privately, if possible.

JOKES

• Resume the session after the humorous interjection

• Privately ask the participants to minimize the jokes

DISAGREEING

• Summarize the participants viewpoint, ask others for their opinion

• Agree to disagree

• Recognize / agree in part, then state how you differ and way

DISTRACTIONS

• Use non-verbal means to get the participant’s attention (i.e. eye contact)
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Different Personalities In Training

• Ignore if the behavior is not detracting from the session

• Privately ask the group to stop

• Use group pressure on this person. Allow other trainees to tell the disrupter
he or she is annoying them. Watch for non-verbal signals and ask group to
confirm your statements of group feelings

DOING OWN WORK

• Use non-verbal means to get the participants attention

• If a group activity is under way, ask all to participate

• Ignore the behavior if not affecting others

• Privately ask the person to participate actively in the program

TIME SCHEDULES / TARDINESS

• Ignore the behavior

• Adhere to time schedules, do not let everyone suffer for one person’s
lateness

• Remind participants of time frames

• Privately request promptness (as a courtesy to the rest of the group, not just
you)

NON-PARTICIPATION

• Use non-verbal means to draw the person into the discussion

• Ask direct but non threatening questions

• Connect with the participants during breaks

• Ask the participants alone (just because they’re not participating doesn’t
mean they aren’t learning)

• Ask a question you know someone can answer

• Use simple questions initially, building up to more complex ones

• Float a provocative or outlandish statement to be attached

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Different Personalities In Training

• Provide rewards for attempted answers

DISCUSSION GETS OUT OF HAND

• Interrupt or ask a question concerning the topic

• Use physical movement or eye contact to dominate group

• Use a series of questions to relate material back to the topic

• Cut the discussion and move on to new material

NO ASSIGNMENTS

• Re-emphasize the purpose of the assignments (either to the class as a whole

or one on one)

• Ignore the behavior

• Recapitulate major learning from assignments so that delinquent participants

don’t lose out.

NOTE: It may not be necessary to call the participants every time. Interventions
must be done when counter-productive or inattentive behavior is interrupting or
disturbing others.

MENTAL ATTITUDE:

1. Step up to speak with confidence and authority

2. Be eager to share what you know

Source: Training Institute for Managerial Excellence

CONTROL FEARS BY: Planning, Preparing, Practicing, Relaxing

DEALING WITH PROBLEMS

“When a problem arises, communicate within self and do NOT call it a problem.

Think of it as a concern, a challenge, a situation, a phase. When we call it a

problem, it instantly activate our defeat mechanism: “I can’t. I can’t.” as compared
to our success mechanism “I can do it.”

Problems: exist when customers are dissatisfied:

1. I am worried about…
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Different Personalities In Training

2. We are not comfortable with…

3. There are some concerns…

4. I have a problem with…

5. We are encountering some difficulties…

6. Things are not going too well…

THE SBST MODEL

BACKGROUND QUESTIONS

Provide: Background Data, Information and Facts about your customers

and their concern

• Background questions must be focused.

• Only ask those that are necessary.

• Questions that seek information about the operation

PROBLEM QUESTIONS

Uncover: Problems, Difficulties, Concerns

Problems Questions are effective in revealing problems

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Different Personalities In Training

CONSEQUENCE QUESTIONS

By using Consequence Questions the client is able to understand the real

significance of the problems upon their organization

The technique has great importance when dealing with customers who are:

 Professionals.

 Decision makers.

Questions which increase client’s perception of the severity of their problem

 They relate one problem are to another

 They are difficult to ask

 They effective when dealing with complex situations

GIVING SOLUTIONS TOO EARLY

Problems Consequences

______________________________ ______________________________

______________________________ ______________________________

PROBLEM QUESTIONS

Question which try to

uncover problems that the
seller can solve with their
products and services.

VALUE QUESTIONS

Questions Which Focus The Client’s Attention Towards

Solutions and Away from Problems

 They identify the Problem to be solved

 They show how a solution will help overcome Problems

 They identify other Problems areas which the solution would solve

 They check the readiness of a customer for a solutions

 They turn problems into Needs.

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Different Personalities In Training

A Problem + A Desire to solve it = NEED

Until the customer has thought about the value of change there is no guarantee
that they will accept your product or service as a solution to their problem.

You must:

 Ensure that you and the client understand what they want to achieve. What
they wan to solve

 Ensure your client understands all the positive outcomes of solving the
original problem

 Check that you understand which problem the customer wants to solve

 Show the client the other advantages of solving that problem

 Get the customer to express a clear Need to solve their problem

Once that you have done this, it is reasonable to assume that the customer has an
appreciation as the value of change

CONSEQUENCE QUESTIONS

Questions which develop Client problems. They link one problem area to another to
make the customer aware of the real implications of the problems.

VALUE QUESTIONS

Questions that confirm the problem to be solved, show other advantages of solving
the problem and get the client to express a clear need.

OBJECTION HANDLING

 No problem has been identified

 No need has been identified

 Solution has insufficient value

 Solution will not meet the customer’s need

 Customer doesn’t believe the solution will meet his / her need

 Hidden agenda
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Different Personalities In Training